As teachers, we live in a world of standards. From local administration to national education policy, standards permeate every aspect of our teaching lives. In Adolescent Literacy at Risk? The Impact of Standards, Rebecca Sipe offers an in-depth look at the world of standards. Throughout the book, she raises questions that are significant to teachers and administrators who are concerned about the direction the standards movement has taken: What do we mean by standards? Why are there so many standards for literacy and where do they come from? How have standards come to be seen as a formula for…mehr
As teachers, we live in a world of standards. From local administration to national education policy, standards permeate every aspect of our teaching lives. In Adolescent Literacy at Risk? The Impact of Standards, Rebecca Sipe offers an in-depth look at the world of standards. Throughout the book, she raises questions that are significant to teachers and administrators who are concerned about the direction the standards movement has taken: What do we mean by standards? Why are there so many standards for literacy and where do they come from? How have standards come to be seen as a formula for curricula rather than a platform for collaboration and planning? In addition to her own stories, Sipe takes us into the world of classroom teachers. These stories demonstrate how innovative educators are able to remain true to best practices in adolescent literacy while working within a standards-based framework. Questioning the ways in which the standards movement has played out in classrooms, school districts, and states, Sipe issues a call for thinking about standards differently. She advocates for supporting and trusting teachers to find ways to make standards support the best of what we do. As part of the Principles in Practice imprint, Adolescent Literacy at Risk? situates itself in research-based understandings gleaned from Adolescent Literacy: An NCTE Policy Research Brief and shows how those understandings connect to the standards movement.
A former secondary English teacher and K-12 curriculum coordinator for English/language arts in the remarkably diverse Anchorage School District in Alaska, Rebecca Bowers Sipe now serves as the head of the Department of English Language and Literature and professor of English education at Eastern Michigan University. She was a participant in the first National Writing Project Invitational Institute in Alaska and later served as the project's site coordinator. Upon moving to Michigan, she immediately affiliated with the Eastern Michigan Writing Project, where she continues her collaboration with site directors and teacher leaders on various research projects.Sipe has been involved in investigating ways to improve literacy instruction for all students for three decades, an interest that has led to extensive involvement in curriculum and standards development in multiple states and on a variety of national projects. She is a past chair of the NCTE Secondary Section Steering Committee and chaired the study group that developed the NCTE Beliefs about the Teaching of Writing. Her interest in supporting students who struggle with literacy continues to be a driving force in her research and writing. Publications include a genre-based composition series for elementary students, Strategies for Writing; two professional books written in collaboration with Eastern Michigan Writing Project teacher leaders, including They Still Can't Spell? Understanding and Supporting Challenged Spellers in Middle and High School (with Dawn Putnam, Karen Reed-Nordwall, Tracy Rosewarne, and Jennifer Walsh) and Purposeful Writing: Genre Study in the Secondary Writing Workshop (with Tracy Rosewarne); and articles and book chapters. Sipe also presents frequently on a variety of teaching and policy issues.
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